Females opt for careers in science, technology, engineering, and mathematics (STEM) fields far less than males. The purpose of this study was to examine potential roots of this disparity. Following Altermatt et al. (1998), the investigators took a careful look at girls’ and boys’ volunteering behaviors in 36 first-grade mathematics lessons. Contrary to previously reported findings, girls volunteered more than expected. Also, girls who volunteered frequently attempted to answer both high- and low-level questions. On the contrary, some boys answered mostly high-level questions whereas different boys answered mostly low-level questions. These early participation patterns and classroom activities may have repercussions far beyond elementary school by laying the foundation for persistent gender differences.